Banca de DEFESA: LUCAS ALEXANDRE ARAÚJO LINS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCAS ALEXANDRE ARAÚJO LINS
DATE: 22/08/2024
TIME: 15:00
LOCAL: Remota – Via Google meet
TITLE:

ANALYSIS OF THE IMPACTS OF THE COVID-19 PANDEMIC ON MOTIVATION, PERCEPTION OF THE EDUCATIONAL ENVIRONMENT, COPING, AND MENTAL HEALTH OF HUMAN ANATOMY STUDENTS IN THE PHARMACY PROGRAM.

 

KEY WORDS:

Pandemic, human anatomy, teaching-learning, educational environment, mental health, motivation, coping.

PAGES: 75
BIG AREA: Ciências Biológicas
AREA: Morfologia
SUBÁREA: Anatomia
SPECIALTY: Anatomia Humana
SUMMARY:

In March 2020, with the official declaration of the COVID-19 pandemic by the WHO, both theoretical and practical classes, such as those in human anatomy, were transitioned to a remote format. This shift deprived students of personal interaction, immediate feedback from instructors, and the rich exchange of ideas fostered by in-person classes. To mitigate the impacts of the pandemic and the abrupt technological transition, it became essential to adopt various methodologies, including synchronous classes, video lectures, forums, and continuous student monitoring by course assistants, with activities designed to stimulate students and facilitate their understanding of human anatomy. In this context, this research aimed to evaluate the learning process of students enrolled in the MOR-0048 Human Anatomy course for the Pharmacy program at DMOR/UFRN during the academic periods of 2021.1, 2021.2, and 2022.1, across both morning and evening sessions, amid the COVID-19 pandemic, considering the various factors involved in this process. Data were collected through questionnaires administered to students enrolled in the course, totaling 227 students distributed among the remote (20.56%), hybrid (41.12%), and in-person (38.32%) teaching formats. When examining motivation levels, it was observed that the hybrid format produced superior results compared to in-person classes, while the remote format was statistically similar to the hybrid format in various aspects. However, the in-person format was associated with a decline in motivational levels compared to the other two formats, a trend significantly influenced by the adverse conditions of returning to in-person classes. This finding underscores the perception of the educational environment as a critical factor in students' relationship with the course and the teaching process as a whole. This correlation was further supported when evaluating behaviors adopted to prevent contagion, indicating that these social and personal practices remained prevalent among the groups, highlighting the enduring impact of the COVID-19 pandemic on students' daily lives. Additionally, the data pointed to distinct levels of coping strategy usage, particularly among the in-person cohorts, once again indicating that the return to in-person teaching posed a potential risk for students and that the teaching-learning process could be influenced by these factors, especially due to their repercussions on students' mental health, affecting levels of stress, anxiety, and depression. In conclusion, the teaching-learning process is significantly influenced by both the perception of the educational environment and the level of motivation, which are critical factors in students' relationship with the course and its overall impact on their academic journey. The coping strategies adopted by students were closely related to the transition from hybrid to in-person teaching, acting as a stress intensifier, suggesting the need for targeted psychological support for students to mitigate the negative impacts on mental health and ensure the healthy maintenance of the teaching-learning process. This consideration should account not only for content delivery methods but also for the broader context in which the student is immersed.

COMMITTEE MEMBERS:
Presidente - 1544854 - NAIANNE KELLY CLEBIS
Externa ao Programa - 1350337 - FIVIA DE ARAUJO LOPES - UFRNExterna ao Programa - 2140860 - ROVENA CLARA GALVAO JANUARIO ENGELBERTH - UFRNExterno à Instituição - FRANCISCO WILSON NOGUEIRA HOLANDA JÚNIOR - UFERSA